北师大版（三起）（2024）三年级上册英语Unit3《Learning》Lesson 1教案.docx

北师大版（三起）（2024）三年级上册英语Unit3《Learning》Lesson 1教案一、教材内容本课是Unit3 Learning的Lesson 1，主要围绕学习相关的主题展开教材内容包括一些与学习活动和学习用品相关的词汇，如“read, write, draw, listen, book, pencil, crayon”等，以及简单的句型“I can...”来表达自己能够做的事情通过图片和简单的对话情境，引导学生在实际场景中运用所学词汇和句型，初步培养学生用英语表达自己学习能力和相关活动的意识二、核心素养目标（一）语言能力目标1. 学生能够听懂、会说、认读单词“read, write, draw, listen, book, pencil, crayon”2. 学生能够理解并运用句型“I can...”表达自己的学习能力和相关活动，如“I can read. I can write with a pencil.”等二）学习能力目标1. 通过多种教学方法和活动，培养学生的观察能力、记忆能力和思维能力，如观察图片理解单词含义、记忆单词发音和拼写、思考如何运用句型进行表达等2. 引导学生学会自主学习和合作学习，在课堂活动中积极参与，与同学合作完成任务，培养团队合作精神和交流能力。

三）思维品质目标1. 在学习单词和句型的过程中，培养学生的逻辑思维能力，如理解单词与学习活动之间的关系，运用句型进行合理的表达2. 通过开放性的问题和活动，激发学生的创新思维，鼓励学生尝试用不同的方式表达自己的学习能力和相关活动四）文化意识目标1. 让学生了解英语国家中关于学习的一些常见表达方式和习惯，增强跨文化交际意识2. 培养学生对学习的积极态度和兴趣，认识到学习是一个不断成长和进步的过程，无论在何种文化背景下都具有重要意义三、教学重难点（一）教学重点1. 掌握单词“read, write, draw, listen, book, pencil, crayon”的发音、拼写和意义2. 正确运用句型“I can...”表达自己的学习能力和相关活动二）教学难点1. 单词“draw”和“listen”的发音准确掌握2. 引导学生理解并灵活运用句型“I can...”进行多种情境下的表达，不仅仅局限于教材中的示例四、教学准备1. 教师准备：多媒体课件、单词卡片、实物（书、铅笔、蜡笔等）、教学挂图、奖励小贴纸2. 学生准备：英语课本、文具五、教学过程（一）Warming-up1. GreetingsT: Hello, boys and girls. Nice to meet you.Ss: Hello, teacher. Nice to meet you too.设计意图：通过简单的问候，建立良好的师生关系，营造轻松愉快的课堂氛围，为新课的学习做好准备。

2. Sing a songT: Let's sing a song together. The song is "ABC Song".（播放歌曲，师生一起跟着音乐唱）设计意图：利用歌曲活跃课堂气氛，复习英文字母，为学习新单词的发音打下基础二）Presentation1. Lead-inT: Boys and girls, we know that we learn many things at school. What do we do at school? Can you tell me?Ss: We study, we read books...（学生可能会用中文回答，教师适时用英语引导）设计意图：通过提问引导学生思考在学校的学习活动，自然引出本节课的学习主题“Learning”2. Learn new words（1）readT: Look at this picture.（展示一个孩子读书的图片）What is the boy doing? He is reading. Read after me, "read", /riːd/.Ss: /riːd/.T: I can read. Can you read?（做读书的动作）Ss: Yes, I can.（学生模仿动作并回答）T: Who can read a sentence in the book?（请一位学生站起来读课本上的一句话）S1:...（学生读书中的句子）设计意图：通过图片展示和动作示范，让学生直观地理解单词“read”的含义和用法，并及时引导学生运用句型“I can read.”进行表达。

2）writeT: Now, look at this.（展示一个孩子写字的图片）What's she doing? She is writing. Say "write", /raɪt/.Ss: /raɪt/.T: I can write with a pencil.（拿起一支铅笔写字）What can you write with?Ss: I can write with a pen. / I can write with a crayon.（学生根据自己的实际情况回答）设计意图：以同样的方式教授单词“write”，并引导学生结合实际情况运用句型，拓展学生的思维3）drawT: What about this picture?（展示一个孩子画画的图片）The girl is drawing. /drɔː/. Pay attention to the pronunciation of "dr".Ss: /drɔː/.T: Can you draw a picture for me?（请一位学生上台画画）S2: Yes.（学生上台画画）T: What are you drawing?S2: I'm drawing a flower.T: Very good. You can say "I can draw a flower."设计意图：通过让学生上台画画的互动方式，增加学习的趣味性，同时帮助学生理解和运用单词“draw”及句型“I can draw...”。

4）listenT: Listen carefully.（教师做出倾听的动作）What am I doing? I'm listening. /ˈlɪsn/.Ss: /ˈlɪsn/.T: Let's listen to a song.（播放一段简短的音乐）Are you listening?Ss: Yes.T: I can listen to music. What can you listen to?Ss: I can listen to the teacher. / I can listen to the story.（学生回答）设计意图：利用动作和实际听音乐的体验，教授单词“listen”，并引导学生运用句型表达自己能听的内容5）book, pencil, crayonT: When we read, write, draw and listen, we need some things. Look, this is a book.（拿起一本书）/bʊk/.Ss: /bʊk/.T: We can read a book. And this is a pencil.（拿出一支铅笔）/ˈpensl/. We can write with a pencil.Ss: /ˈpensl/.T: What color is this pencil?Ss: It's...（学生回答颜色）T: And this is a crayon.（展示一支蜡笔）/ˈkreɪən/. We can draw with a crayon.Ss: /ˈkreɪən/.T: Show me your pencil / crayon.（学生展示自己的铅笔或蜡笔）设计意图：在学习动词的基础上，引出相关的学习用品名词，让学生明白学习活动与学习用品之间的联系，同时通过实物展示和互动，加深学生对单词的记忆。

3. Text learning（1）Show the text on the PPTT: Now, let's look at the text. Listen carefully and watch.（播放课文录音，同时展示课文图片）I can read.I can write.I can draw.I can listen.（2）Explain the textT: After listening, let's read the text sentence by sentence. "I can read." What does it mean?Ss: 我能读T: Yes, very good. When we say "I can read", we are telling others that we have the ability to read. Who can make a sentence with "I can read" and something else?S3: I can read and I can write.T: Great! "I can write." What can you write?S4: I can write my name.T: Wonderful. "I can draw." What can you draw?S5: I can draw a house.T: Excellent. "I can listen." What can you listen to?S6: I can listen to the birds singing.（3）Read the textT: Now, let's read the text together. Then, read it in groups. Each group reads one sentence.（学生先齐读课文，然后分组读句子）设计意图：通过讲解课文、让学生造句和分组读课文等方式，帮助学生理解和掌握课文内容，培养学生的阅读能力和合作学习能力。

三）Practice1. Flashcard gameT: Now, I will show you the flashcards quickly. When you see the card, read the word aloud as fast as you can. Let's see who is the fastest.（教师快速展示单词卡片，学生快速认读单词）For example:T:（展示“read”的卡片）Ss: Read!T: Very good! Next one.（展示“write”的卡片）...设计意图：通过闪卡游戏，巩固学生对单词的认读能力，提高学生的反应速度和注意力2. Pair workT: Work in pairs. One student asks "What can you do?" and the other student answers using "I can..." and the words we learned. For example:S1: What can you do?S2: I can read and I can draw.Then, swap roles.。